Religious Education
At Trinity, all students will gain core understanding of major religious and non-religious traditions and how their beliefs, practices, moral and values have shaped and influenced the world we live in today.
Focus is given to Christianity where students explore major theological, philosophical, or ethical concepts and questions. Students reflect on how these beliefs, morals and values impact an individual’s worldview, way of life, and perspectives on contemporary issues in society. Students will be equipped with the tools and knowledge to be able to reach their own judgements and responses to the issues and questions examined. In our exploration of Philosophy and Ethics, we look at foundational arguments for and against the existence of God, the meaning of religious language, and how we can understand and apply ideas of ‘right’ and ‘wrong’ to ethical problems.
To broaden students’ knowledge of world faiths and non-religion, students learn about Islam, key concepts in Dharmic faiths, and the tenets of non-religious traditions such as Humanism. This enhances students’ understanding of a diverse range of perspectives and cultures and will help students to make sense of the world.
Students will leave Trinity with a deep knowledge of Christianity, Philosophy and Ethics. They will have an appreciation of cultural diversity and will have honed key skills such as interpretation, analysis, making considered judgments, critical thought, written and verbal communication, and research skills.
At Key Stage Three, students learn about the thoughts Christians, Muslims, Dharmic Faiths and non-religious people have about the world, the way that they live their lives, and their responses to issues within contemporary society. In year 7, students examine religious and non-religious thoughts, including histories, sacred texts, and theology. In year 8, students learn about religious and non-religious ways of life, including rituals, ceremonies, rites of passage and religious practices. In year 9, students learn about religious and non-religious perspectives on contemporary issues in society such as equality, liberty, and justice. This will provide breadth and variety, allowing students to deepen their knowledge of other cultures and systems of belief alongside preparing learners for KS4 religious education.
At Key Stage Four, students follow the AQA “Religious Studies (A)” syllabus. The GCSE is divided into two components: Paper 1, The Study of Religions, Beliefs and Practices and Paper 2, Thematic Studies. Each component is assessed by a written exam of 1 hour and 45 minutes at the end of Year 11. Within ‘Paper 1’ students study core beliefs and practices of Christianity and Islam. In ‘Paper 2’ students study the following themes: Religion and Life, Religion, Peace and Conflict, Religion and Relationships, and Religion Crime and Punishment. The syllabus explores questions about belief, values, meaning, truth, and purpose. It gives students the opportunity to critically analyse contentious ethical issues and to form independent judgements upon religious issues.
In the Sixth Form, students who have elected to study A level RE will follow a course divided into two components: 1) Philosophy and Ethics and 2) The Study of Religions and Dialogues. At Trinity, the core religion studied is Christianity, in line with the Christian character of the school. Amongst the variety of topics studied within Philosophy and Ethics, students will explore classical philosophical arguments for the existence of God, normative ethical theories and meta-ethical questions, and theological thought on God, sources of religious authority and life after death.
Inclusion in Religious Education
The religious studies department at Trinity work mindfully and diligently to ensure that our provision, in its design and delivery, is accessible to all learners, leading to strong progress and outcomes in line with Osted’s framework for inclusion.
We have high expectations of all learners, and we work to remove or reduce barriers to learning for all learners, informed by evidence on the most cost-effective and impactful methods for inclusion so that all learners develop religious literacy and well-honed skills in interpretation, source application, analysis, argumentation, evaluation and critical thinking.
We use pupil premium funding effectively and efficiently to support learners from disadvantaged backgrounds. Data on learning needs and disadvantage is analysed and used to inform planning.
We use a two-pronged approach, which consists of effective curriculum design, and high-quality teaching that prioritises accessibility and inclusion.
The religious studies department works together to produce centralised SEND friendly, accessible-for-all resources. PowerPoints and handouts make effective use of font, simple language and instructions, bullet-pointed items, defined specialist vocabulary, contrast, fixed layouts, focus on key knowledge, images, instructional videos and graphic organisers. All learners have access to support and challenge.
Additionally, where necessary, scaffolds are provided for written tasks and printed PowerPoints are made available upon request. Plus, all resources are available online prior to delivery.
That said, we know inclusion is fully realised through high-quality, inclusive teaching practice. So, in religious studies, teachers are trained to flexibly and consistently use simple, rehearsed techniques.
Our lessons always use a consistent, predictable structure, which consists of 1) recalling knowledge, 2) teacher instruction, 3) reading, and 4) independent or collaborative practice.
Teacher instruction consists of explicit teaching of specialist vocabulary, questioning, simple and limited items of knowledge with images, opportunities for learners to think and talk, and summaries.
To add, teachers teach and model ways of thinking, managing feelings and emotions, and monitoring progress with knowledge and skills. They motivate learners by linking knowledge and skills to specific careers and enabling learners to experience success and progress.
Knowledge and skills are carefully sequenced, and repeatedly revisited to allow for students to progress, allowing learners to remember, understand and do more from 7 through 13.
Additionally, all teachers know their learners and their learning needs, which informs the way that seating plans are constructed.
Beyond the classroom, all learners are provided with opportunities to encounter religion and non-religion through educational visits and other such opportunities in our local learning area such as visits to Rome or experiencing the Bible exhibit. When possible, the department also runs several co-curriculars, including the scholars club.
Each year, the religious studies department reviews and improves the design and delivery of our curriculum, with evidence-based decision-making, including achievement and student, parent and staff voice.
